Continuous evaluation is intended to make assessment an integral part of classroom teaching rather than an activity restricted to periodic examinations. Its effectiveness, however, depends substantially on teachers' assessment literacy and on the time and institutional conditions available for conducting assessment. This article examines the relationship between teacher assessment literacy, workload, and the quality of continuous evaluation in schools in Odisha. The analysis is situated within Odisha's experience with Continuous and Comprehensive Evaluation (CCE), which envisages regular collection of information about students' learning, diagnosis of learning difficulties, remedial intervention, and systematic documentation of progress. Evidence from the state's CCE framework and implementation review indicates that although continuous assessment was formally incorporated into school practice, difficulties remained in translating the principles of formative assessment into meaningful classroom processes. In particular, teachers' limited understanding of formative assessment, reliance on isolated activities for assigning marks, inadequate use of qualitative feedback, and documentation requirements have implications for the quality of evaluation. The article develops a conceptual model in which assessment literacy is expected to improve the validity and instructional usefulness of continuous evaluation, whereas excessive workload may weaken the relationship by reducing teachers' time for observation, feedback, analysis, and remedial action. The paper argues that improving the quality of continuous evaluation in Odisha requires more than additional assessment formats. It requires sustained professional development, reduction of unnecessary documentation, practical assessment tools, collaborative moderation, and institutional support. The article concludes with recommendations for strengthening teacher assessment capacity and creating a more manageable and instructionally meaningful system of continuous evaluation.

Dr. Priyadarshini Swain,"Teacher Assessment Literacy, Workload and Quality of Continuous Evaluation: Evidence From Schools in Odisha" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(5): Page(306-312) September - October 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.